2011 Final Fellowship Report Practice-based education ... · 2011 Final Fellowship Report...

2011

Final Fellowship Report

Practice-based education: enhancing practice and pedagogy

Professor Joy Higgs AM

ALTC Teaching FellowCharles Sturt University

http://csusap.csu.edu.au/~jhiggs/altc.htm

TITLE OF REPORT

Practice-based education: enhancing practice and pedagogy 2

Support for this report has been provided by the Australian Learning and Teaching Council Ltd., an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect the views of the Australian Learning and Teaching Council or the Australian Government.

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2011

ISBN 978-0-642-78112-3 [PRINT] 978-0-642-78113-0 [PDF]

Websites: Fellowship Report: http://csusap.csu.edu.au/~jhiggs/altc.htm The Education For Practice Institute: www.csu.edu.au/division/landt/efp/ Charles Sturt University: www.csu.edu.au

Citation of this report: Higgs J, 2011, Practice-Based Education: Enhancing Practice and Pedagogy, Final Report for ALTC Teaching Fellowship, Australian Learning and Teaching Council, Australia.


Contents Executive Summary ................................................................................................................. 4 Acknowledgements.................................................................................................................. 5 Acronyms ................................................................................................................................. 5 Background.............................................................................................................................. 6

Issue ........................................................................................................................... 6 Position ....................................................................................................................... 6 The Fellowship Goals and Context ............................................................................. 7

Core Phenomena..................................................................................................................... 8 Preface ........................................................................................................................... 8 Pedagogy........................................................................................................................ 9

The Domain ................................................................................................................ 9 Strategies and Approaches......................................................................................... 9

Practice......................................................................................................................... 10 The Domain .............................................................................................................. 10 Strategies and Approaches....................................................................................... 10

Curriculum .................................................................................................................... 11 The Domain .............................................................................................................. 11 Models and Approaches ........................................................................................... 11

Education...................................................................................................................... 11 The Domain .............................................................................................................. 11

Practice-Based Education ............................................................................................ 12 Fellowship Activities/Projects:................................................................................................ 12

Activities and Programs Implemented at CSU.............................................................. 12 Background............................................................................................................... 12 Strategies and Participants ....................................................................................... 13 Embedding Good PBE Practices at CSU – A) Participation in Curriculum Renewal 13 Embedding Good PBE Practices at CSU – B) Continuous Quality Improvement..... 14 Key EFPI Initiatives................................................................................................... 14 The Exemplars Project.............................................................................................. 15 Input to Strategic Planning........................................................................................ 15 Research, Scholarship and Research Training ........................................................ 16

Activities and Programs Implemented Nationally and Internationally ........................... 16 A National PBE Summit (See Report in Appendix E) ............................................... 17 Conference Presentations ........................................................................................ 17 APROPOS ................................................................................................................ 17 Collaborative Inquiry Writing Projects ....................................................................... 18 International Visits by EFPI as part of the Fellowship Engagement ......................... 19 Institutional Program Profiles .................................................................................... 19

Good PBE Practices – A Model of PBE Pedagogy................................................................ 19 PBE Resources and Dissemination ....................................................................................... 20 Future Endeavours in Professional and Practice-Based Education ...................................... 21 Evaluation .............................................................................................................................. 21

Overview....................................................................................................................... 21 Fellow’s Reflections ...................................................................................................... 21 Evaluator’s Comments (Dr Franziska Trede) ............................................................... 22

Bibliography ........................................................................................................................... 24

APPENDIX A Activities Conducted at/through CSU ........................................................................ 25 APPENDIX B Activities Conducted at CSU – Example of event flyer .............................................. 27 APPENDIX C Publications and presentations ................................................................................. 28 APPENDIX D Teaching Fellowship Program Report Summary ....................................................... 34 APPENDIX E 2011 PBE Summit Report ......................................................................................... 35 APPENDIX F A Brochure: PBE – A Framework for Professional Education ................................... 38 APPENDIX G Fellowship Website.................................................................................................... 42


Executive Summary

Practice-Based Education (PBE) in universities is an approach to education

that is grounded in the preparation of graduates for occupational practice.

Practice-Based Education (including workplace learning) is a significant trend in current higher education. There is a need for enhanced understanding and practice of PBE pedagogy and education in order to:

a. clarify good practice,

b. collate and showcase good practice exemplars,

c. make good practices widespread, and

d. better prepare students in 21st century universities for practice and complex workplaces.

The purpose of the program was to explore and enhance PBE pedagogy by:

a. clarifying good practices in practice-based education,

b. distributing good practices through publications and debate, and

c. promoting the adoption of good practices in professional education curricula.

This program was conducted in two arenas: Charles Sturt University (CSU)1, a multi-disciplinary Australian university which focuses on education for the professions and APROPOS2, a network of Australian and overseas centres engaged in advancing practice-based and interprofessional education. APROPOS was established by The Education For Practice Institute (EFPI) at CSU. The Fellowship program examined, developed and disseminated good practices and pedagogies in PBE. Over 300 participants from over 20 institutions in Australia and overseas engaged in the critique and dissemination in order to embed the findings in higher education. In addition, over 100 publications and over 50 conference presentations involving over 300 authors and presenters arose from Fellowship generated activities. Good practices from individuals, courses and institutions were profiled across multiple institutions in Australia and overseas. These networking and dissemination activities operated at multiple levels and sites of the collaborative inquiries that comprised the Fellowship program. The impact and potential for future developments arising from this fellowship program are far reaching. This report documents these activities and their outcomes/ products.

A model of PBE Pedagogy is presented. A foundation has been laid for continued pursuit of good PBE practices in CSU, across Australia and internationally.

1 www.csu.edu.au/ 2 www.csu.edu.au/division/landt/efp/apropos/


Acknowledgements

The contributions and support of the following groups and individuals to this fellowship program and Report are acknowledged:

The Australian Learning and Teaching Council Ltd (ALTC) and ALTC staff

ALTC Fellows and grant holders who participated in the program

Presenters at the 2011 PBE Summit

Charles Sturt University (CSU) and CSU staff who participated in the program

Staff, adjuncts, students and fellows of The Education For Practice Institute (EFPI) at CSU

Members of APROPOS (EFPI’s international network)

Authors and editors of the books linked to the Fellowship

Colleagues in Australia and overseas

Program advisors and referees: Professors David Boud, Stephen Billett, Della Fish

The program evaluator and advisor Dr Franziska Trede.

Acronyms

ACEN Australian Collaborative Education Network

ALTC Australian Learning and Teaching Council Ltd

ANZAPHE Australian and New Zealand Association of Health Professional Educators

AUQA The Australian Universities Quality Agency (now replaced by TEQSA)

COHORTS EFPI’s Community Of Higher degree students Optimising Research and Training Studies

CoPs Communities of Practice

CQI Continuous Quality Improvement (Report)

CSU Charles Sturt University

CSUED CSU Education (conference)

DLTS Division of Learning and Teaching Services

EFPI The Education For Practice Institute

HERDSA The Higher Education Research and Development Society of Australasia

KPI Key Performance Indicator

OES Online Evaluation of Subjects

P&PBE Professional and Practice-Based Education

PBE Practice-Based Education

HDR Higher Degree Research (students/programs)

TEQSA Tertiary Education Quality and Standards Agency

WPL Workplace Learning

WPLN Workplace Learning Network


Background

Issue

A key goal of the ALTC Fellowships Scheme is to identify educational issues across the higher education system and to support educational development programs that address these issues. This Fellowship addressed the need for enhanced and more explicit pedagogy and education around preparing students for practice in complex 21st century workplaces. This issue has been described as being particularly significant and problematic. While the importance of practice and the practice component of professional courses is almost universally recognised, there is far less agreement, or indeed understanding, of key pedagogic features and how they might best be promoted (Boud 20103) or how they should be challenged (Boud, in press).

According to Billett (20104) this work in practice-based education is most helpful in its contributions to current discussions about higher education students engaging in practice and learning through practice-based educational experiences, as in work integrated learning. This Fellowship program was directed towards the important contemporary issue of supporting the smooth transition of students from university preparation to effective professional practice. Given the demanding nature of professional practice and the realisation that much of this learning has to be developed through practice-based experiences, it is important to have a range of pedagogic strategies that are applicable to the settings in which professional work is enacted and where students engage in practice-based experiences. Moreover, these strategies also need to address the kinds of knowledge and abilities that can be learned through professional practice settings (Billett ibid). It is towards these goals that this Fellowship was directed.

Position

This fellowship program and report takes the stance that higher education needs to be higher, education that is suited to the needs of its key stakeholders within the contexts of our times. To some extent these goals are competing; however, the position taken is that they need to be merged both for the individual and common good. That is:

To be higher (education), university programs should address the needs and interests of society as well as individual students, to prepare self-aware graduates who are positively contributing members of society.

To engage in education as opposed to technical training, university programs, whether liberal or vocational, need to prepare graduates who have multiple generic attributes and capabilities and future development capabilities5 as well as the knowledge, decision making and technical capabilities needed to enter their chosen profession, discipline or occupation. Such education should be grounded in relevant studies in the social and physical sciences as well as the program’s discipline-specific studies.

To address the needs of key stakeholders, university education needs to identify priority stakeholders (including students, faculty, prospective clients – individuals and communities, employers, professional/occupational practice communities, society) and acknowledge their interests, in order to blend these interests in curricular goals, programs and outcomes.

3 Statement attached to Fellowship nomination


5 Including communication skills, information literacy, decision making, critical thinking, team work, lifelong learning, political awareness, cultural competence.


To engage in professional education requires graduates to achieve the capability to act professionally and ethically, for the common good, in situations beyond the predictability of current knowledge and evidence and with respect for the clients and communities the graduates are working with.

To operate within the contexts of our times involves: recognising changing society expectations and patterns; balancing the interests of students, consumers, clients, employers and communities, shaping curricula in local and global frames of reference; addressing expectations of employers, regulatory authorities (both professional and

higher education); considering the interests of industry, education and community partners; being informed by educational trends and good practices; operating within the parameters of educational systems (e.g. funding, organisation;

resourcing) and being proactive, future-oriented and innovative in consideration of all of these

priorities.

Practice-based education provides a framework complete with goals, strategies, critical frame of reference and context for achieving these outcomes as represented below:

“Practice-based education aims to give students more than the propositional or theoretical knowledge and the technical skills that will permit them to do their jobs. It also aims to give students a taste for, an enduring curiosity about, and a sustained commitment to confronting the problems of practice – it aims to awaken them to the demands of professional practice, work and life. It aims to help them grasp that they need to be informed yet open-eyed and open-minded in interpreting each new situation, to deliberate wisely, to act decisively for the good, and then to reflect carefully on what happened and what the consequences were. … Practice-based education is a Pedagogy for our time because it reminds us of our situated-ness, our location in places where things really do happen to people, with real consequences for those involved and for the planet. It is an apt Pedagogy for preparing students for the professions because it prepares them for the exercise of the intellectual virtues required for professional practice under the uncertain practical conditions that life throws at us.” (Kemmis, in press)

In practice-based education there is a focus on “both technical occupational capacities, and the kinds of professional dispositions that underpin that practice. This is particularly helpful because of the importance of these dispositions and the difficulties of them being developed in a robust and helpful way through university-based experiences alone. Part of the salience of addressing issues of disposition is that the work of the professionals who are prepared through university programs has become far more demanding and complex. Hence, the capacity to monitor one’s professional practice and enact it in a way that is consistent with the requirements of that practice is premised on a robust set of professional dispositions, as well as the conceptual and procedural knowledge that this work requires.” (Billett, 20106)

The Fellowship Goals and Context

Higher education rhetoric places a high priority on preparation of graduates for practice. This involves socialisation into the relevant occupational culture and gaining work-readiness capabilities. How the quality of these processes can be achieved receives inadequate attention in the literature and in curriculum implementation, and good practices are more invisible than widely evident. Practice-based education is a major element in university education which is both growing in importance and ready to benefit from improvements.



There is a need for enhanced understanding and practice of PBE pedagogy and education to (a) clarify good practice, (b) collate and showcase good practice exemplars, (c) make good practices widespread, and (d) better prepare students for practice in 21st century universities and complex workplaces.

The purpose of the program was to explore and enhance PBE pedagogy by:

a. clarifying good practices in practice-based education,

b. distributing good practices through publications and debate, and

c. promoting the adoption of good practices in professional education curricula.

Core Phenomena

Preface

This fellowship program report utilises four key concepts (pedagogy, practice, education and curriculum). Each of these terms reflects multiple constructs, meanings, definitions and usages in the literature. This section provides an exploration of these terms as the basis for framing the program and the products of the program.

A distinction is made in relation to the contextualisation and usage of the four key concepts as follows:

a) When capitalised and used as a proper noun the term is taken to represent a DOMAIN, a particular field of study, a discipline, a knowledge base. Within the field there can be a variety of traditions or schools of thought. In this context the interest lies in the nature of the phenomenon represented in the field and how it is/can be interpreted, conceptualised and planned. The field deals with the big picture of why and what the phenomenon is about, and this understanding is needed for evaluation of how well and against which frame of reference the phenomenon is realised.

b) In lower case the term (singular/plural) is used as a common noun to represent one of/a group of strategies or approaches in that field. In this context the interest lies in the realisation of the phenomenon and how (where, with whom, when) it is/can be implemented.

c) The terms can be generic or “field-owned” and “field-appraised” as in “recognised good practices in school teaching”, and they can be personally owned and utilised as in “different educators’ pedagogies/pedagogical approaches”.

Notes:

In the framing/interpretations below it is evident that judgement, and whose judgement (for instance, in relation to generally accepted standards and practices in a field or from the perspective of the individual educator/scholar) is present and active in deciding/establishing what constitutes good practice(s), pedagogies, curricula and education.

Another consideration in exploring these terms is the overlap and interaction between them.

The term “practice” (and the verb to practise) can be seen to transcend the other terms. For example, we can refer to a variety of pedagogical practices, to university pedagogy as higher education practice, to one’s educational practices, and to how a different teachers practise their pedagogies.

Billett (2010, personal communication) argues that pedagogy turns around an understanding of the pedagogical relationship which in practice – like all relationships – is dynamic, and evolving. Pedagogy, on another level, he contends, is the realisation (or indeed frustration) of curricular intentions.


Pedagogy

The Domain

“The term Pedagogy should be construed as referring to forms of social practice which shape and form the cognitive, affective and moral development of individuals” (Daniels, 2001, p. 1). According to Kemmis (in press) “Pedagogy, properly speaking, aims to embrace both normative and technical aspects of education and upbringing, to provide an understanding of the whole enterprise, in all its technical, practical, moral and political complexity. A Pedagogical theory, therefore, is a theory of all that.” A contrary view is that Pedagogy can encapsulate the entirety of the teaching and learning environment, how and what is taught, and how, and through which learning strategies, students learn. Here the distinction between Pedagogy and Curriculum is blurred.

Peter Goodyear (1999) uses the term Pedagogical Framework. Such frameworks comprise philosophy, high level pedagogy, pedagogy strategy and pedagogical tactics. The framework is used in conjunction with understanding of the organisational context (and its influences) and the setting to plan and review the concrete activities, processes, people and artefacts involved in learning activities. The use of pedagogical frameworks enables robust reasoning of what we are doing and achieving as educators.

In this work I take Pedagogy to refer to a form of social practice which shapes the educational development of individuals, framed around a perspective, model or theory of education that encompasses interactive philosophical, political, moral, technical and practical dimensions. Examples are critical, liberal, vocational and practice-based pedagogical perspectives.

Strategies and Approaches

Billett (2011) defines pedagogy as “the kind of guidance provided to assist students’ learning, in the form of teacherly engagements, and information resources, learning support and interactions. This includes promoting learner agency”. The practice of pedagogy goes beyond what teachers enact; it also includes what those in workplaces do and the guidance they directly and indirectly provide, as well as what students do and the experiences and interactions that are accessible in practice settings (Billett, 2010, personal communication).

Kemmis (in press) identifies that “in Anglo-American-Australian usage over the last 50 years or so, curriculum has come to be the field that concerns what should be taught, and pedagogy (with a small p) concerns how things are taught”.

Billett (2010, personal communication) relates “the distinction I have been making between curriculum and pedagogy in recent projects is that curriculum is about the existence and organisation of students' experiences, including their duration and rotation across settings (e.g. different work settings, or between academy and practice settings), and pedagogy is about the enrichment of those experiences by teachers, others, the settings or students themselves“.

Simply, pedagogy is often used to refer to the art and science or theory of teaching. Kemmis (in press) argues that the “the art or activity of teaching” is the rather corrupted interpretation of the term “pedagogy” in Anglo-American-Australian usage today.

I take pedagogy to refer to the ways educators frame and enact their teaching and curricular practices and their teaching relationships, to enrich their students’ learning experiences; such pedagogy is informed by the teachers’ interests, personal frames of reference, practice knowledge, theoretical frameworks, reflexive inquiries, and capabilities, in consideration of contextual parameters, educational theory and research.

In this work the term pedagogies is used to refer to learning and teaching approaches, including modes of interpersonal engagement in these approaches as well as the teaching and learning strategies involved in educational programs. These pedagogies may be shared (e.g. within a discipline) or personal/personally owned (by an individual educator).


Practice

The Domain

The term Practice can refer broadly to social practice, and more precisely, it frequently denotes professional practice. Practice is inherently situated and temporally located in local settings, lifeworlds and systems; it is embodied, agential, socially-historically constructed and it is grounded and released in metaphor, interpretation and narrative (Higgs, in press). Related terms are praxis7 and work. Practice models come in many shapes and forms: technical-rational, empirico-analytical, evidence-based, interpretive, and critical emancipatory models, for example.

A key argument in practice theory “is the idea that a practice is an organised constellation of different people’s activities. A practice is a social phenomenon in the sense that it embraces multiple people. The activities that compose it, moreover, are organised.” (Schatzki, in press).

Strategies and Approaches

In action, practice, can be collective (e.g. a profession’s practice) and individual (i.e. an individual practitioner’s practice). A (collective) practice comprises ritual, social interactions, language, discourse, thinking and decision making, technical skills, identity, knowledge, and practice wisdom, framed and contested by interests, practice philosophy, regulations, practice cultures, ethical standards, codes of conduct and societal expectations. An individual’s practice model and enacted practice are framed by the views of the practice community as well as the practitioner’s interests, preferences, experiences, perspectives, meaning making, presuppositions and practice philosophy8. (Higgs, in press)

The term professional practice can refer particularly to “the enactment of the role of a profession or occupational group in serving or contributing to society” (Higgs, McAllister & Whiteford, 2009, p. 108). Practice encompasses the doing, knowing, being and becoming of professional practitioners’ roles and activities9 (Higgs & Titchen 2001); these activities occur within the social relationships of the practice context, the discourse of the practice and practice-system, and the setting (local and wider) that comprise the practice world.

The term practices refers to customary activities associated with a profession, and to the chosen ways individual practitioners implements their practice/profession. Examples of practices are ethical conduct, professional decision making, client-practitioner communication, consultation and referral, and interdisciplinary team work (Higgs, in press). Practices prefigure individual actions (Schatzki, 2002).

7 The term Praxis refers to “acting for the good”, “right conduct” (adopting a neo-Aristotelian view) and as “socially responsible action” (using a post-Marxian view) in the professions. Praxis is inherently reflexive. Praxis is informed by historically generated practice traditions that give substance to praxis, so that praxis is evaluated against historical and evolving standards and expectations that shape and frame the collective practice of professions as well as the conduct of individual practitioners. 8 Including practice ontology and practice epistemology. 9 Activity, a key feature of practice theory “is the idea that important features of human life must be understood as forms of, or as rooted in, human activity – not the activity of individuals, but in practices, that is, in the organised activities of multiple people.” (Schatzki, in press).


Curriculum

The Domain

The term (university) Curriculum refers to the sum of the experiences students engage in and acquire as a result of learning at university and the factors that create these experiences. It includes explicit, implicit and hidden aspects of the learning program, and experiences that occur incidentally alongside the formal curriculum. The curriculum is intentional teaching, content and assessment as well as unintentional messages to learners created through role modelling by teachers and fieldwork educators, through assessment schedules, learning climate, infrastructure (resourcing, facilities, staffing, administrative and support systems), university communities and additional experiences (e.g. sporting, social) that are part of university life. (Higgs, 2011)

Billett (2011) distinguishes between:

a) the intended curriculum – what is intended to occur by sponsors or developers in terms of educational goals (i.e. what should be learned) and learning outcomes as a result of the curriculum being implemented.

b) The enacted curriculum – what is enacted as shaped by the resources available, the experiences and expertise of teachers and others, their interpretation of what was intended, their values and the range of situational factors that shape students’ experiences.

c) The experienced curriculum – what students experience when they engage with what was intended through what is enacted, and how they learn through that experiencing, even that which is unintended by those who plan and enact the curriculum.

Models and Approaches

Approaches to curriculum design and enactment can vary considerably. Curriculum models include: traditional curricula (typically face-to-face and on campus), problem-based curricula (where the teaching and learning context, content and process are based around problems or cases), and distance education courses (where most of the teaching and learning occurs off campus in students’ locations).

Education

The Domain

Kemmis (in press) presents Education as “the process by which children, young people and adults are initiated into forms of understanding, modes of action and ways of relating to one another and the world, that foster individual and collective self-expression, individual and collective self-development and individual and collective self-determination. Education, in these senses, is oriented towards the good for each person and the good for humankind”.

Education for professional/occupational practice extends beyond the time, place and intention of university curricula and includes initial preparation for the occupation and ongoing development across the working life.


Practice-Based Education

Practice-Based Education refers to university education that is grounded in the preparation of graduates for practice. Practice-based education provides an approach to education that prepares students for entry to professions, disciplines or occupations.

The key foundations of PBE (Higgs 2011a) are:

situated or contextualised learning,

learning in multiple communities of practice (including workplace, academic, multidisciplinary communities),

socialisation into professional, industry, occupational worlds, roles, identities and career paths,

engagement, through teaching-learning relationships and industry partnerships, in practice-based teaching and learning activities, and

development of capabilities and behaviours that will enable graduates to contribute to local communities and society as responsible citizens and professionals who display ethical conduct and duty of care.

Fellowship Activities/Projects:

This program was conducted in two arenas: a multidisciplinary university (CSU) which focuses on education for the professions, and EFPI’s international network (APROPOS)10 of Australian and overseas centres engaged in advancing practice-based and interprofessional education. The program examined, developed and disseminated good practices and pedagogies in PBE. Participants at local, national and international levels engaged in the critique and dissemination in order to embed the findings in higher education.

Activities and Programs Implemented at CSU

Background

The fellowship program built on significant long-term investment by CSU in PBE and addressed strategic priorities identified in CSU’s University Strategy, namely education for the professions and practice-based education. CSU has a demonstrated strategic commitment to PBE and has structures at program and university level (e.g. The Education For Practice Institute, the creation of Sub-Dean positions in Professional Experience) to support it. There is also a high level of engagement from staff with PBE. “Professional Education and Practice-Based Education” was a theme of CSU’s 2009-10 AUQA Review. The Report of the review attests to CSU’s commitment to and success in PBE. CSU was invited to provide an entry on “Workplace Learning Standards” to the AUQA Good Practice Database. (See csusap.csu.edu.au/~jhiggs/pedagogy.htm) PBE is embedded in CSU’s teaching. Currently, for instance, more than 14,000 students per annum undertake practicums. The fellowship program operated in four contexts: enhancing practice communities, curriculum development, staff development and system development.

10 www.csu.edu.au/division/landt/efp/apropos/


Communities of practice (CoPs) related to practice-based education (including workplace learning) operate at multiple levels at CSU: courses, schools, faculties and university. Examples are:

the staff and external network conducting the social work degree programs (that operates in multiple modes including on campus, distance, and residential, involving numerous practicum sites),

the School of Community Health (involving multiple professional entry degree programs and accreditation authorities, and many practicum sites),

the Faculty of Education (operating at a number of sites in Australia and Canada, across teacher education as well as other disciplines), and

the Workplace Learning Network (WPLN) (operating across the University to support and extend workplace learning).

Strategies and Participants

The broad strategy adopted in the fellowship program within CSU was one of distributed leadership in order to optimise impact, breadth of engagement, and sustainability. This strategy was realised through:

Leadership by the Fellow as Director of The Education For Practice Institute (EFPI)

Focusing key initiatives of EFPI on fellowship program goals

Involving EFPI staff in fellowship program activities (see Appendix A)

Engaging CSU staff in fellowship program activities through a) regular academic governance committee operations, b) current University curriculum development priorities, and c) EFPI programs and initiatives – staff, curriculum and system development

Engaging CSU change agents and educational leaders11 in EFPI-led initiatives: a) reviews of current systems, policies and practices, b) strategic planning, c) setting standards and developing guidelines for good practice, and d) staff development.

Working with key groups with related responsibilities at CSU (particularly, the Division of Learning and Teaching Services) to collaborate and network about educational reviews and initiatives.

Embedding Good PBE Practices at CSU – A) Participation in Curriculum Renewal

A number of EFPI projects contributed to CSU system-wide developments, particularly, the Curriculum Renewal program which is enacting CSU’s commitment to all CSU under-graduates that, as well as gaining an in-depth understanding of their chosen disciplines and professions, they will have access to:

a supported transition into the first year of university; and thereafter throughout the undergraduate student experience,

employability and generic skills such as effective communication, analytical skills, critical and reflective judgment, problem-solving, team work, and time-management,

opportunity for international experiences and for developing an international perspective in their discipline or profession,

engagement with the responsibilities of global citizenship,

11

Faculty Sub-Deans (Professional Experience), Convenor of the Workplace Learning Network


opportunity to develop cultural competence,

opportunity to engage meaningfully with the culture, experiences and histories of Indigenous communities,

understandings of financial, social and environmental sustainability,

a firm understanding of ethics,

education based in practice,

engagement in activities that foster web-based proficiency, and

threshold disciplinary outcomes.

Key aspects of the above agenda relate to professional and practice-based education (P&PBE). The fellowship program has linked with the work of EFPI on working parties, and developing P&PBE standards and guidelines. See http://csusap.csu.edu.au/~jhiggs/pedagogy.htm

Embedding Good PBE Practices at CSU – B) Continuous Quality Improvement

In 2009 EFPI provided leadership in the review and enhancement of P&PBE at CSU as part of CSU’s self-audit and report to AUQA. During the fellowship program this work was extended through the implementation of actions planned in the PBE Continuous Quality Improvement (CQI) Review and Report conducted by EFPI during the lead up to the AUQA visit. Actions implemented during 2010 and 2011 across CSU included working parties of the University’s Learning and Teaching Committee. Leadership of and through these working parties involved EFPI and associates, including Dr Megan Smith and other sub-deans of professional experience/workplace learning, and educational leaders at CSU. Activities included the following: recommendation and adoption of definitions of workplace learning (WPL) and the designation of workplace learning subjects by Academic Senate, utilisation of these definitions in preparation for coding of WPL subjects to support WPL quality review and development as well as WPL administration, development of recommendations around WPL management (computing) systems for CSU courses, and preparation of WPL student assessment items for CSU’s Online Evaluation of Subjects (OES) system.

In 2011 an EFPI Teaching Fellow (A/Prof. Wendy Bowles) in conjunction with EFPI staff produced a second CQI report. This report focused on WPL policies and procedures across CSU. A key initiative is now underway to develop WPL policies and a policies and procedures manual for CSU.

Key EFPI Initiatives

Key EFPI initiatives (see Appendix A for event details) to advance PBE during this period included:

Invitation of visiting academics to CSU to foster debate and review of good PBE practices: Associate Professor Richard Coll, Pro-Vice-Chancellor of Learning and Teaching at Waikato University, New Zealand Professor Ronald Barnett, Emeritus Professor of Higher Education, at The Institute of Education, University of London Professor Stephen Billett, Professor of Adult and Vocational Education, Griffith University Professor Theodore Schatzki, Dean of Faculty and Professor of Philosophy in the College of Arts and Sciences at the University of Kentucky

Staff development seminars and activities on PBE and workplace learning (see example in Appendix B)

A series of Education for Practice Debates conducted by Dr Franziska Trede, Deputy Director of EFPI and colleagues. These debates engaged staff with issues, practical problems and scholarship around PBE. Some staff have proceeded from the Debates to pursue Teaching Fellowships and higher degree studies.


Presentations and networking at the annual CSUEd(ucation) conference 2010 around advances and initiatives in PBE (see list of presentations linked to the Fellowship in Appendix C)

A Teaching Fellowship Program in which individual staff members and groups of CSU staff examined, extended and initiated PBE practices working with EFPI staff as mentors. (See report in Appendix D.) Teaching Fellows have moved on to further work in PBE for instance, by enrolling in higher degree studies and becoming mentors for other staff in their schools and faculties, expanding the development in PBE that their Fellowships began.

Development of a set of P&PBE Standards and Guidelines. These are being used as part of the Curriculum Renewal program, for course development and review and for staff development. (see csusap.csu.edu.au/~jhiggs/pedagogy.htm )

Production of a set of staff development brochures on PBE (see example in csusap.csu.edu.au/~jhiggs/pedagogy.htm )

Identifying students’ experiences of PBE through student evaluations and feedback on CSU courses and exemplary programs. Students reported that PBE experiences in classroom, distance and workplace studies were a crucial part of their learning. Students saw direct connections between their practice experience and their employability and some students reported using assessment tasks from practice scenarios to secure employment on graduation. Students derived confidence, enthusiasm and new skills from their practice experiences and regarded workplace learning opportunities as an important part of the choices that they made regarding what and where they studied.

EFPI established a WPL Task Force led by A/Prof. Maree Simpson to work with schools, faculties and administrative divisions to pursue priorities for WPL review and development identified during preparation for the AUQA audit. Two key foci of the Task Force were risk management and staff development for WPL staff.

EFPI established two consultative committees in PBE and WPL. These committees have provided a means of networking, information and ideas collation and dissemination, collaboration in the implementation of reviews and recommendations to academic governance, and course/school/ faculty staff and strategic development around PBE and WPL.

The Exemplars Project

A key project conducted through EFPI by the Fellow, along with Dr Edwina Adams and Dr Stephanie Seddon was the development of a set of profiles on exemplary practice-based education programs (see csusap.csu.edu.au/~jhiggs/exemplars.htm). The Exemplars demonstrate how CSU staff have applied quality PBE learning and teaching linked to CSU’s PBE Standards to their teaching practice. The Exemplars illustrate a variety of pedagogical practices adopted in courses across the four faculties. Placement of these exemplars on the Fellowship/EFPI websites serves to disseminate good PBE practice examples and provide models and ideas for good practice as a guide for staff seeking to implement good PBE (including WPL) practices. Analysis of the Exemplars served to identify and critique good practice strategies being developed through the fellowship program.

Input to Strategic Planning

During 2010-11 CSU engaged in strategic planning as part of two concurrent CSU planning activities (a) preparation for CSU’s University-Australian Government Mission-Based Compact planning and (b) development of the University’s 2011-2015 strategic plan. As part of its contribution to this process EFPI produced a strategic plan for professional and practice-based education to provide recommendations and strategies for the overall University planning process.


Research, Scholarship and Research Training

A key aspect of this fellowship program was the generation and dissemination of knowledge around PBE. The main activities around this goal were:

staff development for CSU staff (e.g. workshops on researching PBE at the CSUED conference) and mentoring of staff in schools through workshops (e.g. School of Community Health), and secondments (e.g. the School of Policing Studies),

research training for CSU staff and external academics, educators and practitioners, through EFPI’s COHORTS Higher Degree Research Program. Topics examined by students in this program included: Situated learning in physiotherapy clinical education (N. Patton) From university to industry, promoting work readiness in policing (B. Shipton) Becoming a nursing professional (S. Laver)

mentoring of CSU Teaching Fellows in journal publications around WPL and PBE

employment of postdoctoral fellows through EFPI to work on ongoing PBE research. Current projects in place include: researching innovations in WPL, and relationships with industry partners engaging in WPL

research and scholarship by CSU staff including: PBE Pedagogy (J. Higgs, A. Gates) Educating WPL Educators (J. Higgs, W. Hastings, A. Gates, T. Swirski) Assessment practices (F. Trede, M. Smith) International placements (F. Trede, D. Bridges, W. Bowles) Professional identity formation (F. Trede, R. Macklin, D. Bridges) Building Leadership capacity in WIL (ALTC grant) (S. Jones, with F. Trede, M. Smith) See also publications linked to the Fellowship in Appendix C.

networking across CSU with other research groups, particularly The Research Institute For Professional Practice, Learning & Education (RIPPLE)

scholarship projects (see below) with national and international colleagues.

These activities are expanding and enriching the community of scholars researching professional and practice-based education.

Activities and Programs Implemented Nationally and Internationally

A range of activities engaged national and international colleagues, groups and institutions, including ALTC colleagues and networks, educational leaders and associations (including HERDSA, ACEN, ANZAPHE12) in the fellowship program.

The value of these activities lay in five broad areas:

bringing together local, national and international leaders in the fields of professional and practice-based education and workplace learning to discuss and debate issues, trends and strategies in these fields, (see list of participants in Summit section below.)

networking through EFPI’s APROPOS network around PBE trends, directions and innovative practices (see below).

providing arenas and activities for people interested in becoming involved in, or expanding, their engagement with PBE to develop their knowledge and practices in PBE,

12 See Acronyms at the front of this report


generating and linking networks for engaging in discussions around PBE and sharing challenges and solutions/good practices and experiences encountered by people engaged in PBE, and

implementing strategies for disseminating the discussions, products and shared endeavours/ information collated, produced and proposed throughout the activities of the fellowship program.

A National PBE Summit (See Report in Appendix E)

A Summit on Practice-Based Education was conducted as part of the Fellowship. Keynote and invited presentations were made by ALTC National and Teaching Fellows: Professors David Boud, Stephen Billett, Peter Goodyear, Joy Higgs, along with other Australian leaders in PBE: Professors Ian Goulter, Stephen Kemmis, Associate Professors Laurie Grealish, Jan Orrell, Maree Simpson, Drs Franziska Trede, Megan Smith and Ms Carol-Joy Patrick. The Summit was held at CSU venues in Sydney and Bathurst in April 2011. The event drew together key players and proponents of good PBE practices in the identification and critical appraisal of good practices. Over 80 participants were invited to present papers to share innovative practices. The program provided a forum for those working in PBE in universities to:

face the challenges of/to PBE,

contribute to enhancing PBE, and

share good PBE practices and models.

An analysis of the Summit papers and discussions was performed to contribute to the Program’s interpretation of good PBE practices along with issues and implications for implementing PBE. Key papers have been written as chapters in one of the books arising from the Fellowship.

Conference Presentations

Conference presentations by Fellow (Joy Higgs): Australian Collaborative Education Network – August 2010 (invited) Higher Education Research and Development Society of Australasia – July 2011 (ALTC program) National Learning and Teaching Forum, Sydney – September 2011 (keynote) Report to ALTC Fellows’ Forum, November 2011, Melbourne.

Conference presentations by EFPI team linked to the fellowship program: National ACEN Conference of Work Integrated Learning: Responding to Challenges, Perth – September 2010 (Dr Franziska Trede and A/Professor Maree Simpson) Australian and New Zealand Association of Health Professional Educators conference (Dr Edwina Adams and Professor Joy Higgs) – July 2011.

APROPOS

EFPI has established an international network, APROPOS13, that aims to promote wise practice by exploring and experiencing practice-based and inter-professional education. APROPOS members and contacts have participated significantly in the fellowship program through the following activities:

participation in the 2011 PBE Summit, participation in a project to profile institutions and programs engaged in exemplary PBE, participation in collaborative writing projects, and. participation in interviews, inter-institutional visits and discussions on PBE.

13 www.csu.edu.au/division/landt/efp/apropos/index.html


Participants in these processes included:

Professor Ron Barnett, Emeritus Professor of Higher Education, Department of Lifelong and Comparative Education, Institute of Education, University of London Professor Hugh Barr, President, the UK Centre for the Advancement of Interprofessional Education, UK Professor Della Fish, Swansea University, Wales, UK Emeritus Professor Pam Shakespeare, Open University, UK Professor Gail M. Jensen, The Office of Interprofessional Education, Scholarship and Service, Creighton University, Omaha, USA Professor Richard Coll, The Cooperative Education Unit, University of Waikato, Hamilton, New Zealand Professor Alison Lee, The Centre for Research in Learning and Change, University of Technology, Sydney, Australia Professor Jan Fook, The Interprofessional Institute, South West London Academic Network (St Georges, University of London, Royal Holloway University of London, & Kingston Univ.) Professor Margo Paterson, The Office of Interprofessional Education and Practice (OIPEP), The Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada Professor Jan Orrell, School of Education, Flinders University, Adelaide, Australia Professor Madeleine Abrandt-Dahlgren, Faculty of Health Sciences, Linköping University, Sweden Associate Professor Will Letts, The School of Education, Charles Sturt University, Burlington, Ontario, Canada Associate Professor Anne Kinsella, The Faculty of Education, The Faculty of Health Sciences and The Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada Dr Steven Hutchinson, The Practice-based Professional Learning Centre for Excellence in Teaching and Learning (PBPL), The Open University, UK Dr Maggie Hutchings, The School of Health & Social Care, Bournemouth University, UK

Collaborative Inquiry Writing Projects

The fellowship program invited participation by national and international colleagues in five collaborative inquiry writing projects that involved (a) exploration of key terminology/concepts and issues around PBE, professional education and workplace learning, (b) collaborative writing and debate across institutions and countries/contexts and (c) dissemination of findings. APROPOS members, EFPI and CSU staff, and ALTC Fellows, including national and international leaders in the fields of higher, professional and practice-based education have participated in the projects, (see list above).

Books completed:

1. Higgs, J., Fish, D., Goulter, I., Loftus, S., Reid, J., & Trede, F. (2010). Education for future practice. Rotterdam, The Netherlands: Sense Publishers.

2. McAllister, L., Paterson, M., Higgs, J., & Bithell, C. (2010). Innovations in allied health fieldwork education: A critical appraisal. Rotterdam, The Netherlands: Sense Publishers.


Books to be published 2012:

3. Joy Higgs, Ron Barnett, Stephen Billett, Maggie Hutchings, & Franziska Trede, PBE perspectives and strategies. Rotterdam, The Netherlands: Sense Publishers.

4. Joy Higgs, Will Letts, Dale Sheehan, Julie Baldry-Currens, & Gail Jensen, Realising exemplary practice-based education. Rotterdam, The Netherlands: Sense Publishers.

5. Stephen Loftus, Tania Gerzina, Megan Smith, Elaine Duffy, & Joy Higgs, Educating health professionals. Rotterdam, The Netherlands: Sense Publishers.

International Visits by EFPI as part of the Fellowship Engagement

In July 2010 Dr Stephen Loftus, Deputy Director, EFPI, conducted seminars on PBE and engaged in debate about good practices in PBE and interprofessional education with staff from two APROPOS member institutions: City of London University and Bournemouth University, UK. These discussions have continued into the collaborative inquiry publications projects and a return visit by Dr Maggie Hutchings from Bournemouth University in November 2011 to continue discussions on PBE and be a keynote speaker at CSU’s annual educational conference (CSUED 2011).

Institutional Program Profiles

Members of the APROPOS network were invited to have a profile of their work linked to the Fellowship website. This initiative acknowledges and disseminates the work of these institutions, programs and associations and promotes networking across these groups. The process has resulted in groups discovering new groups and programs to work with and a strengthening of the community of academics and scholars engaged in PBE and WPL (see http://csusap.csu.edu.au/~jhiggs/list_of_centres.htm). This profiling work was facilitated by Dr Stephanie Seddon, EFPI.

Good PBE Practices – A Model of PBE Pedagogy

From this fellowship program an interpretation of PBE Pedagogy was developed. (See Appendix F and csusap.csu.edu.au/~jhiggs/pedagogy/). In this interpretation Practice-Based Education in universities is presented as an approach to education that is grounded in the preparation of graduates for occupational practice that can be thought of as:

a pedagogical perspective where pedagogy comprises a social practice that seeks to promote the educational development of individuals, as framed by perspectives, models or theories of education, encompassing interactive philosophical, political, moral, technical and practical dimensions. Examples of pedagogical perspectives include critical, liberal, vocational and practice-based perspectives. The fellowship program identified eight dimensions of a Practice-Based Education Pedagogy (see details in Appendix F):

1. A pedagogical frame 2. Practice and higher goals 3. Education in context 4. Understanding (the) practice 5. Socialisation 6. Engaging in relationships 7. Authenticity and relevance 8. Reflecting standards, values & ethics.

a curriculum framework where curriculum refers to the sum of students’ experiences as a result of learning at university and includes a consideration of the factors that create


these experiences. Curriculum includes explicit, implicit and hidden aspects of the learning program, and incidental experiences that occur alongside the formal curriculum. So, the curriculum is intentional teaching, content and assessment as well as unintentional experiences that learners construe as they engage with what is implemented in the university, workplaces and communities with which they engage.

a set of pedagogical practices or teaching and learning strategies. The fellowship

program identified eight key pedagogical practices (see details in Appendix F):

1. Supervised workplace learning14 2. Independent workplace learning/work experience/work-integrated learning15, 3. Simulated workplaces 4. Simulated practice-based learning 5. Distance/distributed and flexible16 practice-based learning 6. Peer learning 7. Independent or self-directed learning 8. Blended learning17

Appendix F presents the rationale, diagram and guidelines for this framework.

PBE Resources and Dissemination

Principal resources and dissemination strategies utilised in the Program were: staff, curriculum and system development strategies adopted at CSU, detailed above,

The PBE Summit (see Appendix E),

networking and conference presentations with APROPOS, ALTC, HERDSA, ACEN18 and informal networks, (At time of printing of this report presentations included: 51 conference presentations with published abstracts and four unpublished conference papers.)

five books and multiple publications, (At time of printing of this report publications included: 2 books, 57 chapters and 6 papers. During 2012 a further 3 books and 40 chapters will be added.)

the Program Website (See Appendix G), and

14 Workplace learning is also known as work-integrated learning, practicums and professional practice, professional experience, internships, intra-mural and extra-mural placements, fieldwork and clinical placements. It allows students to learn through direct implementation of their professional roles in real workplace settings. Workplaces may encompass on-campus and off-campus facilities. Commonly such learning involves supervision to provide safeguards and ensure duty of care towards clients and students. (CSU, Academic Senate, May 2010) 15 Work integrated learning is the process whereby students come to learn through experiences in educational and practice settings and reconcile and integrate the contributions of those experiences to develop the understandings, procedures and dispositions, including the criticality and reflexivity, required for effective professional practice. (Billett, 2011) 16 The phrase “flexible learning and teaching” was coined to describe the development of a new model of education, (hybrid) particularly in the higher education sector (Webb, Gill, & Poe, 2005). Flexible learning offers flexibility in the time, place and pace of the study, the content, including at times, flexible entry and exit and differing assessments. It also allows for different learning styles and the option to collaborate or work independently. It can include recognition of prior learning, and learning can employ a range of technologies such as online teaching and learning as well as the more traditional methods of face-to-face and distance print based learning. www.csu.edu.au/division/landt/flexible-learning/standards/flexibleandblendedlearning.htm 17 Blended learning is traditionally defined as the combination of face-to-face teaching and learning with online teaching and learning. “It is a design approach whereby both face-to-face and online learning are made better by the presence of each other” (Garrison & Vaughan, 2008, p. 5). www.csu.edu.au/division/landt/flexible-learning/standards/flexibleandblendedlearning.htm

18 See Acronyms at the front of this report.


an ALTC brochure (see Appendix F) titled: Practice-Based Education: A Framework for Professional Education.

Future Endeavours in Professional and Practice-Based Education

The advancement of PBE at CSU will continue through embedded and system-wide activities and programs as well as continued initiatives through EFPI. Particular projects planned for 2012 include:

a University-wide review (at CSU) of staff development for WPL staff and WPL educators,

EFPI Teaching Fellowships to support priority course/school/faculty PBE developments,

CSU staff development activities focussing on the application of the PBE Framework,

a staff development program at CSU for emerging researchers interested in researching professional and practice-based education, and

continuing use and re-development of the website in the post Fellowship period.

The advancement of PBE in Australia and with international colleagues will continue to have a positive and enduring path through:

networking and collaborations among institutions and associations that engaged with this program,

a second national PBE Summit in 2012,

completion of the three books in progress with national and international colleagues,

collaboration in conferences and projects being instigated by colleagues who are part of the network emerging through and alongside the fellowship program, and

Continuing and expanded activities around PBE through the APROPOS network.

Evaluation

Overview

Evaluation of specific activities in the fellowship program (e.g. the 2011 PBE Summit) was implemented throughout the Program. Regular discussions with the Program Evaluator occurred. Feedback from advisors was sought throughout including during planning for the Summit and other key events, planning and reviewing scholarship projects and in review of the PBE Framework brochure.

Fellow’s Reflections

The fellowship program was an organic and fruitful experience and influence for the Fellow and participants; expanding leadership capabilities, enhancing understanding of PBE and prompting new approaches. The effects were far more pervasive and influential than anticipated, with system as well as course impacts, and with group as well as individual engagement. The timing of the program for CSU was particularly advantageous, because it built upon the momentum of review and development occurring at CSU strengthened by PBE being chosen for Theme 2 review in CSU’s 2009 AUQA audit, and also because it


occurred during a time of significant strategic planning at CSU. System and course changes embedded during the fellowship program have the potential to influence the University’s education and scholarship endeavours over a considerable period.

The implementation of the fellowship program at CSU, an institution where professional education and workplace learning were already strongly supported in the rhetoric and the visible and invisible practices of the institution, provided some valuable insights into how pedagogical frameworks engage with the other realities of institutional life (e.g. the everyday busy-ness of curriculum implementation and the distances between academic governance and the learning spaces). When the rhetoric of a Pedagogy is seemingly unquestionable (e.g. the desirability of preparation for practice through education) and the activities of education are well practised, it takes change opportunities and engagement to question the taken-for-granted and rethink the invisibles of practice. The challenges currently facing PBE, such as external accountability, marketplace competition, student expectations and workplace shortages of traditional practicum opportunities, the expanding opportunities of ICT-based learning innovations and creative pedagogies alongside the apparent popularity of education that prepares graduates for practice and work, all demand critical appraisal of the taken-for-grantedness of PBE, and an increased focus on the Pedagogy, Practice and Curriculum Framework that PBE can realise.

The original plan for the fellowship program required flexible implementation. Busy schedules required adjustment of ideas around collective engagement of advisors, and so individual collaborations and advice were sought. Multiple collaborations and projects occurred rather than a single focussed collaborative inquiry. Numerous projects emerged from the fellowship program and concurrent initiatives by other groups continued to arise that could be linked to the Program, with mutual benefit. Higher Education is a dynamic environment; seeking to influence programs and people working within this environment requires flexibility and willingness to seek alliances, and opportunities to support common interests and pursue goals. This Program was successful, far beyond the initial plans, through such adaptability, achieving a positive rippling effect and impact rather than a single, directed course of action. Five books will result from the collaboration, new alliances and understandings have been forged, a new understanding of PBE as a good practice curriculum framework has been developed, a significant set of PBE standards has been established for CSU, with interest beyond this institution, and enthusiasm for ongoing collaboration and projects is strong. The findings of this program can be of benefit and interest across the sector, particularly in the sense that PBE is an idea to be locally realised and critically appreciated, and a framework for curriculum design and implementation.

Evaluator’s Comments (Dr Franziska Trede)

Review and consultation occurred throughout the time span of this Fellowship. I provided feedback and comments to the strategy plan, website design and national PBE summit, and participated in EFPI initiatives and observed them. The purpose of this Fellowship titled Practice-Based Education: Enhancing Practice and Pedagogy was to explore and enhance PBE by clarifying good PBE practices, distributing good practices through publications and debate, and promoting the adoption of good practices in professional education curricula. The program was conducted in two arenas, Charles Sturt University and a network of Australian and overseas centres engaged in advancing PBE. Having reviewed the implementation and final report of this Fellowship I conclude that the activities, analyses and products are relevant to the topic and have exceeded their promises.

This Fellowship usefully clarified the term PBE Pedagogy by distinguishing it as a field of study in comparison with pedagogy as educational strategy. These distinctions are clearly illustrated in the section on the model of PBE pedagogy. This model is an important product of this Fellowship because it is a valuable tool for PBE stakeholders in clarifying what is PBE


and what is good practice in PBE. The model is further enriched by establishing PBE as a pedagogy with eight key social practice dimensions and eight key pedagogical practices.

This Fellowship has clearly distributed good practices through an impressive number of publications and strategies including brochures, books, online debates, conference presentations, interactive workshops and a national summit, to mention a few initiatives. This distribution strategy can be described as a program of activities or multiple collaborative inquiries around ideas of PBE pedagogy at interpersonal, group and event levels. The strategy has successfully connected people with ideas. As an evaluator I was part of a workshop group at the national PBE summit and witnessed the cutting edge debate to deepen and critically understand concepts, theories and strategies of PBE pedagogy. Issues of the day were discussed with key leaders in PBE. Participants included PBE stakeholders working on multiple fronts, promising broad, widespread uptake and embedding of PBE pedagogy.

This Fellowship has promoted the adoption of good practices in professional education curricula. Clarifying and distributing good practices through publications and debate has simultaneously promoted their uptake. Deep internal promotions of PBE occurred in the University arena as listed in the report and appendices. Pervasive external promotions occurred with network partners at national and international levels, as reported. The high quality products and engagement with local, national and international leaders in PBE will have long lasting and distributed impact. The Fellowship has contributed to foundational and conceptual work in PBE and has fostered future projects and programs to further advance PBE pedagogy and practice. This Fellowship has promoted the embedding of PBE pedagogy on multiple fronts.

Dr Franziska Trede


Bibliography

Billett, S. (2011). Final report on National Teaching Fellowship: Curriculum and pedagogic bases for effectively integrating practice-based experiences. Australian Learning and Teaching Council. Retrieved from www.altcexchange.edu.au/group/integrating-practiceexperiences-within-higher-education

Boud, D. (in press). Problematising practice-based education. In J. Higgs, R. Barnett, S. Billett, M. Hutchings & F. Trede (Eds.), Practice-based education: Perspectives and strategies. Rotterdam, The Netherlands: Sense.

Daniels, H. (2001). Vygotsky and pedagogy. London: RoutledgeFalmer.

Garrison, D. R. & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass: John Wiley.

Goodyear, P. (1999). Pedagogical frameworks and action research in open and distance learning, European Journal of Open, Distance and E-Learning. Retrieved from: www.eurodl.org/?article=35.

Higgs, J. (in press). Professional and practice-based education. In J. Higgs, R. Barnett, S. Billett, M. Hutchings & F. Trede (Eds.), Practice-based education: Perspectives and strategies. Rotterdam, The Netherlands: Sense.

Higgs, J. (2011). Professional and practice-based education at Charles Sturt University. Sydney, Australia: 2e The Education for Practice Institute, CSU, Sydney Olympic Park.

Higgs, J., McAllister, L., & Whiteford, G. (2009). The practice and praxis of professional decision making. In B. Green (Ed.), Understanding and researching professional practice (pp. 101-120). Rotterdam, The Netherlands: Sense.

Higgs, J., & Titchen, A. (2001). Preface. In J. Higgs & A. Titchen (Eds.), Professional practice in health, education and the creative arts (pp. x-xii). Oxford: Blackwell Science.

Kemmis, S. (in press). Pedagogy and praxis in professional education. In J. Higgs, R. Barnett, S. Billett, M. Hutchings & F. Trede (Eds.), Practice-based education: Perspectives and strategies. Rotterdam, The Netherlands: Sense.

Schatzki, T. R. (2002). The site of the social: A philosophical account of the constitution of social life and change. University Park, Pennsylvania: University of Pennsylvania Press.

Schatzki, T. (in press). A primer on practices: Theory and research. In J. Higgs, R. Barnett, S. Billett, M. Hutchings & F. Trede (Eds.), Practice-based education: Perspectives and strategies. Rotterdam, The Netherlands: Sense.

Webb, H. W., Gill, G., & Poe, G. (2005). Teaching with the case method online: Pure versus hybrid approaches. Decision Sciences Journal of Innovative Education, 3(2), 223-250.


APPENDIX A Activities Conducted at/through CSU

Event date

Event title, Location (city only)

Brief description of the purpose of the event

A/Prof Coll spoke at open forums on and PBE, an invited session with all CSU Teaching Fellows, a master class with postgraduate research students and workshops on curriculum design. Plus met with the Fellow and staff to discuss PBE good practice.

17-23 June 2010

Visit by A/Prof. Richard Coll Pro-Vice-Chancellor of Learning and Teaching at Waikato University, NZ Orange, Bathurst and North Parramatta CSU campuses A/Prof Coll Seminar: Deconstructing the Nature of Work-

Integrated Learning: Seeking a working definition of Cooperative Education And Work-Integrated Learning

1-2 July 2010

Practice Based Education Seminar, City of London University, London

5-6 July 2010

Practice Based Education Seminar, Bournemouth University

Dr Stephen Loftus (1) met with colleagues of EFPI’s international PBE network, APROPOS (2), to engage on discussions on international trends in PBE, including interprofessional education International members of APROPOS were invited to attend..

10 Aug 2010

Invited presentation at ACEN Forum On - Evaluation And Research In Work Integrated Learning, UWS, Rydalmere

Prof Joy Higgs gave an invited presentation on Publishing Work-Integrated Learning at this Forum.

2 Sept 2010

Seminar, PBE Pedagogy and Scholarship, CSU, Orange

Staff development seminar on PBE for CSU staff, Dr Loftus (*)

Sept 2010

National ACEN Conference of Work Integrated Learning: Responding to Challenges, Perth

Pre conference workshop led by Dr Franziska Trede and A/Prof Maree Simpson (1) titled Understanding and researching WIL: a workshop for new WIL researchers.

Oct 2010 Seminar, PBE and Learning Theories, CSU, Thurgoona

Staff development seminar on PBE for CSU staff

Nov 2010 CSUED Conference 2010 EFPI staff, students and fellows PBE presentations: EFPI staff, students and fellows PBE presentations: The value of P&PBE Standards in Quality Enhancement

workshop (E. Adams) Reflective spaces: Nurturing reflective practice during fieldwork

experience (N. Patton, M. Smith J. Higgs) Practice-Based Education and Learning Theories (S. Loftus D.

Bridges) A vision for curriculum renewal. (A. McKenzie J. Higgs M.

Simpson) Constructive alignment of PBE outcomes: Presenting a model of

exemplars (A. Hennessey, D. Clarke) International Placements and Short-Term Programs: Issues and

Possibilities (D. Bridges F. Trede, W. Bowles) Encouraging student voice: Bachelor of Exercise Science

students design of a work-integrated learning subject (E. Drinkwater D. Clarke C. Litchfiel)

Reflective practice as a tool to develop professional practice in the transition from student to graduate (F. Trede, M. Smith)

Embedding Professional Portfolios in Information Studies Courses (A. Freeman)

An overview of professional and practice-based education standards (E. Adams)

Quality, PBE standards and CSU courses (E. Adams) CSU, PBE and WIL Standards (E. Adams)


Event date

Event title, Location (city only)

Brief description of the purpose of the event

Master class with PhD candidates and a colloquium program in North Parramatta titled “Professional Education: How does the Standards Agenda fit with Sound Pedagogy?”

At CSUED EFPI hosted a colloquium with Professor Barnett, Professor Higgs and other key staff, titled University education in the 21st century: profession, praxis or purchase?

Nov 2010 Visit by Professor Ronald Barnett Emeritus Professor of Higher Education, at The Institute of Education, University of London

CSUED: Professional and Practice-Based Education A conversation with Ron Barnett (Stephen Loftus, Ron Barnett) CSUED seminar: Realising WPL in an age of super complexity (Ron Barnett) Towards an Ecological Curriculum (Keynote, Ron Barnett)

Feb 2011 Professional & PBE Standards workshop (Wagga Wagga)

Staff development seminar by Dr Edwina Adams (1) to CSU staff

Event organised as a key part of the Fellowship. International leaders in PBE presented to a broad audience. Keynote presentations by ALTC National and Teaching Fellows: Professors Boud, Billett, Goodyear, Higgs, Plus other Australian leaders in Professional Education and PBE: Professors Goulter, Kemmis, Associate Professors Grealish, Orrell, Simpson, Drs Trede, Smith, Ms Patrick

7,13-14 Apr 2011

2011 Practice-Based Education (PBE) Summit, Sydney

Fellow’s Keynote: Higgs J, Making pedagogy practice

27-29 Apr 2011

Seminar on Workplace Learning, Thurgoona

Staff development workshop led by Dr Franziska Trede (1)

Paper by Dr Edwina Adams (1) and Professor Joy Higgs on Academic Standards Designed to Develop Professional Values

27 Jun -1 Jul 2011

Australian and New Zealand Association of Health Professional Educators conference, Alice Springs

Paper by Dr Stephen Loftus (1) Rethinking Medical Education; which way do we turn now?

4-7 Jul 2011

Higher Education Research and Development Society of Australasia, Gold Coast

Professor Joy Higgs paper on Fellowship program: Good Practices in Practice-Based Education

Visiting scholar Professor Schatzki gave a presentation on A Primer on Practices: Theory and Research

Professor Joy Higgs presented a paper on: The nexus as creative crucible – practice, research, theorisation and education - PBE

14 Jul 2011

Colloquium with Professor Theodore Schatzki, Dean of Faculty and Professor of Philosophy in the College of Arts and Sciences at the University of Kentucky: Theorising, Educating, Researching and Doing Practices

A master class with EFPI PhD students

4 Aug 2011

Seminar: CSU Canberra PBE and WPL in Theology

4 Aug 2011

Seminar: CSU Goulburn Experiencing PBE in Policing

31 Aug 2011

University & Tertiary Education Symposium, Sydney

Attendance at Symposium. Keynote presentation by Professor Ross Chambers, DVC(Academic), CSU.

1 Sep 2011

PBE as a Quality Agent Orange, Workshop. E. Adams

15 Sep 2011

CSU Degree Book Club, Videoconference, CSU

Professor Joy Higgs presented seminar on PBE and Good practice guidelines

28-29 Sept 2011

National Learning and Teaching Forum, Sydney

Professor Higgs Keynote address Exploring practice-based education as a curriculum framework

Nov 2011 ALTC Fellows’ Forum Professor Higgs, report on Fellowship


Contact details:

The Education For Practice Institute, Charles

Sturt University – Sydney, Locked Bag 450,

SILVERWATER NSW 2128, Australia

http://www csu edu au/division/landt/efp/

APPENDIX B Activities Conducted at CSU – Example of event flyer


APPENDIX C Publications and presentations

See Books in Text

Higgs, J., Fish, D., Goulter, I., Loftus, S., Reid, J., & Trede, F. (2010). Education for future practice. Rotterdam, The Netherlands: Sense Publishers.

McAllister, L., Paterson, M., Higgs, J., & Bithell, C. (2010). Innovations in allied health fieldwork education: A critical appraisal. Rotterdam, The Netherlands: Sense Publishers.

Chapters and Papers

Allan, J., O’Meara, P., Pope, R., Higgs, J., & Kent, J. (2010). The role of context in establishing university clinics, Health and Social Care in the Community, 19(2), p217-224, doi: 10.1111/j.1365-2524.2010.00971.x

Allpress, B., & Barnacle, R. (2010). Practice-based teaching and research by project: An example from architecture and design. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 177-190). Rotterdam, The Netherlands: Sense.

Baldry Currens, J. (2010). Preparing for learning together in fieldwork education practice settings. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 309-317). Rotterdam, The Netherlands: Sense.

Baldry Currens, J., & Hargreaves, J. (2010). Situated learning in practice. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 121-130). Rotterdam, The Netherlands: Sense.

Baldry Currens, J., & Ladyshewsky, R. (2010). Learning with and from peers in fieldwork education settings. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 141-149). Rotterdam, The Netherlands: Sense.

Barnett, R. (2010). Framing education for practice. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid F. Trede (Eds.), Education for future practice (pp. 15-25). Rotterdam, The Netherlands: Sense.

Beecham, R., & Denton, M. (2010). Collaborative engagement in fieldwork education: The schools project. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 111-119). Rotterdam, The Netherlands: Sense.

Billett, S. (2010). Emerging perspectives of work: Implications for university teaching and learning. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 97-112). Rotterdam, The Netherlands: Sense.

Bithell, C., Bowles, W., & Christensen, N. (2010). Issues in design and management of fieldwork education. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 61-73). Rotterdam, The Netherlands: Sense.

Bithell, C., Bowles, W., Christensen, N. (2010). Issues in design and management of fieldwork education. In L. McAllister, M. Paterson, J. Higgs C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 61-73). Rotterdam, The Netherlands: Sense.

Boud, D. (2010). Assessment for developing practice. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 251-262). Rotterdam, The Netherlands: Sense.

Bourke, N., & van Beek, C. (2010). Using mentoring and peer support in the development of new fieldwork educators. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 297-305). Rotterdam, The Netherlands: Sense.

Bradley, B. (2010). Education and citizenship: Beyond “the university of excellence”. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 203-216). Rotterdam, The Netherlands: Sense.

Childs, M., & Tulloch, M. (2010). Enabling practice-based learning and teaching scholarship: “I’m not an educator … but my students really loved this!” In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 165-174). Rotterdam, The Netherlands: Sense.

Clouder, L., & Toms, J. (2010). Assessing in practice: The challenges of authenticity. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 271-280). Rotterdam, The Netherlands: Sense.

d’Avray, L., & Forrest, S. (2010). Interprofessional student teams in practice. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 225-233). Rotterdam, The Netherlands: Sense.

De Cossart, & L., Fish, D. (2010). Workplace learning post-graduation: Bridging the gaps. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 229-240). Rotterdam, The Netherlands: Sense.

Fish, D. (2010). Learning to practise interpretively: Exploring and developing practical rationality. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 191-202). Rotterdam, The Netherlands: Sense.

Fish, D., & Brigley, S. (2010). Exploring the practice of education: Towards enhanced teaching in the clinical


setting. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 113-122). Rotterdam, The Netherlands: Sense.

Goulter, I., & Patrick, C. (2010). The emergence of work integrated learning. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 141-154). Rotterdam, The Netherlands: Sense.

Goulter, I., & van Rooijen, M. (2010). Social, political and industrial drivers of higher education. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 135-140). Rotterdam, The Netherlands: Sense.

Grace, S., & Trede, F. (in press). ‘Developing professionalism in physiotherapy and dietetics students in professional entry courses’. Studies in Higher Education. doi:10.1080/03075079.2011.603410

Green, T., & Woolston, R. (2010). Police education for the profession through a collaborative model: From recruitment to retirement. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 273-283). Rotterdam, The Netherlands: Sense.

Higgs, J. ( 2010). Learning to learn through professional experiences. In R. Ewing, T. Lowrie J. Higgs (Eds.), Teaching and communicating: Rethinking professional experiences (pp. 22-30). South Melbourne: Oxford University Press.

Higgs, J., Amery, K., & Gorman, L. (2010). Support from non-academic units for fieldwork education. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 329-338). Rotterdam, The Netherlands: Sense.

Higgs, J., Loftus, S., & Trede, F. (2010). Education for future practice. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid F. & Trede (Eds.), Education for future practice (pp. 3-13). Rotterdam, The Netherlands: Sense.

Higgs, J., Pope, R., Kent, J., O’Meara, P., & Allan, J. (2010). University clinics: Practice and education dimensions. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 85-93). Rotterdam, The Netherlands: Sense.

Hummell, J., & Higgs, J. (2010). Professional development transition. Focus on Health Professional Education: A Multi-Disciplinary Journal, 12(2), 1-13.

Hummell, J., Higgs, J., & Mulholland, S. (2010). Models of fieldwork education: Influences and approaches. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 97-110). Rotterdam, The Netherlands: Sense.

Hutchinson, S., & Shakespeare, P. (2010). Standard setting, external regulation and professional autonomy: Exploring the implications for university education. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 75-84). Rotterdam, The Netherlands: Sense.

Jones, L.E., Hammond, J.A., & Beaudoin, J. (2010). Clinically-based learning portfolios: Guiding reflection and professional development. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 131-140). Rotterdam, The Netherlands: Sense.

Jones, L.E., McKenzie, M., & Wong, M. (2010). The use of videoconference technology: Creating innovative and interactive fieldwork education experiences. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 167-175). Rotterdam, The Netherlands: Sense.

Jung, B., Solomon, P., & Martin, A. (2010). Collaborative fieldwork education: Exploring the intraprofessional and interprofessional context. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 235-243). Rotterdam, The Netherlands: Sense.

Kemmis, S., & Trede, F. (2010). Practice and developing future practice. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 29-39). Rotterdam, The Netherlands: Sense.

Keppell, M.J. (2010). Redesigning curricula using blended learning: A development-based research approach. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 217-227). Rotterdam, The Netherlands: Sense.

Klomp, N. (2010). Creating a practice-based learning environment in the sciences: Immersion in a scientific environment. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 263-272). Rotterdam, The Netherlands: Sense.

Lee, A., & Dunston, R. (2010). Working in the spaces between: Co-production and changing professional practice in health. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 61-73). Rotterdam, The Netherlands: Sense.

Letts, W. (2010). Exploring the pedagogical landscapes that are framing higher education. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 123-133). Rotterdam, The Netherlands: Sense.

Loftus, S. (2010). Exploring communities of practice: Landscapes boundaries and identities. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 41-50). Rotterdam, The Netherlands: Sense.

Loftus, S., & Greenhalgh, T. (2010). Towards a narrative mode of practice. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 85-94). Rotterdam, The Netherlands: Sense.

Loftus, S., Simpson, M. D. (2010). Educating fieldwork educators. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J.


Reid F. Trede (Eds.), Education for future practice (pp. 241-250). Rotterdam, The Netherlands: Sense.

Logan, PA., Adams, E., Rorrison, D., and Munro, G. (2011) The pathway to becoming an academic: entry from professional practice compared to the traditional entry of PhD with postdoctoral experience. Higher Education

Lysaght, R., & Hill, A. (2010). The use of standardised patients as an alternative to fieldwork education. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 189-198). Rotterdam, The Netherlands: Sense.

McAllister, L., Bithell, C., & Higgs, J. (2010). Innovations in fieldwork education: Current trends and future directions. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 1-13). Rotterdam, The Netherlands: Sense.

McAllister, L., Curtin, M., O’Connor, B., & Vroman, K. (2010). International fieldwork education placements. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal experience (pp. 49-58). Rotterdam, The Netherlands: Sense.

McAllister, L., Penn, C., Smith, Y., van Dort, S., & Wilson, L. (2010). Fieldwork education in non-traditional settings or with non-traditional caseloads. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 39-47). Rotterdam, The Netherlands: Sense.

McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2010). Dilemmas in assessing performance on fieldwork education placements. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 247-260). Rotterdam, The Netherlands: Sense.

O’Riordan, A., Paterson, M., & Medves, J. (2010). Interprofessional fieldwork education: Lessons learned. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 201-213). Rotterdam, The Netherlands: Sense.

Penman, M., Donnelly, C., & Drynan, D. (2010). Using information and communication technology in fieldwork education: Issues and possibilities. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 153-165). Rotterdam, The Netherlands: Sense.

Reid, J. (2010). Educating for teaching practice: Practice development in pre-service teacher education. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 285-295). Rotterdam, The Netherlands: Sense.

Rose, M., Edwards, H., & Best, D. (2010). Educating fieldwork educators and managers. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 283-296). Rotterdam, The Netherlands: Sense.

Ryan, S., & Paterson, M. (2010). Trends in health professional education: Changing student populations. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 17-28). Rotterdam, The Netherlands: Sense.

Shakespeare, P. (2010). Practice-based professional curricula. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 155-164). Rotterdam, The Netherlands: Sense.

Shanahan, L., Wilson, L., O’Callaghan, A., & Dawe, T. (2010). Involving stakeholders in a clinical education program: An action research study. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 319-328). Rotterdam, The Netherlands: Sense.

Smith, M., Ajjawi, R., & Higgs, J. (2010). Health professional education. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 297-309). Rotterdam, The Netherlands: Sense.

Smith, M., Burgess, C., & Hummell, J. (2010). Managing real world placements: Examples of good practice. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 75-83). Rotterdam, The Netherlands: Sense.

Smith, M., & Higgs, J. (2010). Trends in fieldwork education. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 29-38). Rotterdam, The Netherlands: Sense.

Thistlethwaite, J., Nisbet, G., & Ajjawi, R. (2010). Interprofessional fieldwork education in practice. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 215-224). Rotterdam, The Netherlands: Sense.

Trede, F. (2010). Enhancing communicative spaces for fieldwork education in an inland regional Australian university. Higher Education Research and Development, 29(4), 373-387.

Trede, F., & Higgs, J. (2010). Critical practice and transformative dialogues. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid & F. Trede (Eds.), Education for future practice (pp. 51-60). Rotterdam, The Netherlands: Sense.

Trede, F., Macklin, R. & Bridges, D. (in press). ‘Professional identity development: a literature review’, Studies in Higher Education.

Vroman, K., & Cruice, M. (2010). Alternatives to fieldwork education: Including service learning and case-based teaching. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 179-188). Rotterdam, The Netherlands: Sense.

Whitehill, T.L., Yu, K., Kwan, L., & Ho, D.W.L. (2010). Peer, self and supervisor assessment: Piloting a reflective week in fieldwork education. In L. McAllister, M. Paterson, J. Higgs & C. Bithell (Eds.), Innovations in allied health fieldwork education: A critical appraisal (pp. 261-270). Rotterdam, The Netherlands: Sense.


Conference Presentations

Adams, E. (2010). Developing work integrated learning subject evaluation survey items and the value of student input. In Proceedings of the Work Integrated Learning National Showcase (p.31). Canberra, Australia

Adams, E. (2010). Overview of P&PBE Standards. In Proceedings of CSUEd 2010, Educating for 2020 and beyond (p.4). Bathurst, Australia.

Adams, E. (2010). Quality, Professional and Practice-Based Education Standards in CSU courses. In Proceedings of CSUEd 2010, Educating for 2020 and beyond (p.15) Bathurst, Australia.

Adams, E. & Higgs, J. (2011, June) Academic Standards Designed to Develop Professional Values. In Proceedings of the Australian & New Zealand Association for Health Professionals Education Conference (p.214). Retrieved from http://anzahpe11.flinders.edu.au/documents/ANZAHPE%2011%20Program.pdf

Adams, E., & Bridges, D. (2011). The practice-based education and workplace learning junction. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.10). Charles Sturt University, Bathurst, Australia.

Adams, E., Logan, P., Munro, G., & Rorrison, D. (2011). The transition to academia and teaching for professional practice. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.10). Charles Sturt University, Bathurst, Australia.

Bennet, M. (2011). Practice-based learning in an indigenous field setting. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (pp.10-11). Charles Sturt University, Bathurst, Australia.

Billett, S. (2011). Practice-based learning and professional education: Pursuing quality & sustainability in the Australian context. In Proceedings of the 2011 Practice-Based Education Summit, 7 April 2011 (p.3). Charles Sturt University, Sydney, Australia.

Boud, D. (2011). Problematising practice-based education. In Proceedings of the 2011 Practice-Based Education Summit, 7 April 2011 (p.3). Charles Sturt University, Sydney, Australia.

Bowles, W., McKinnon, J., & Collingridge, M. (2010). Developing a national approach to supervising social work students in field education? In Proceedings of CSUED 2010: Educating for 2020 and Beyond (p.37). Bathurst, Australia.

Bridges, D., Trede, F., & Bowles, W. (2010). International placements and short-term programs: Issues and possibilities. In Proceedings of CSUEd 2010, Educating for 2020 and beyond (p.30) Bathurst, Australia.

Bridges, D., Trede, F., Bowles, W., & Loftus, S. (2010). Enhancing the educational benefits of international placements through orientation. In Proceedings of the WACE International Conference on Work Integrated Learning: University-Industry Collaboration for Real Life Education(p.3).Hong Kong.

Carpenter, C., Igo, S., Solomon, P. & Trede, F. (2011). ‘Qualitative research evidence: how does it contribute to evidence-based practice?’ In Proceedings of 16th International World Physiotherapy Congress, Amsterdam, Netherlands, electronic publication (p.99), 20-23 June

Clarke, D., Litchfield, C., & Drinkwater, E. (2010). Encouraging student voice: Bachelor of Exercise Science students’ design of a work-integrated learning subject. In M. Campbell (Ed.), Work Integrated Learning – Responding to Challenges: Proceedings of the 2010 ACEN National Conference, Perth, Australia.

Emslie, M. (2011). Responding to sexual harassment in PBE. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.11). Charles Sturt University, Bathurst, Australia.

Flavell, F., Jones, J., Chapman, R., Ladyshewsky, R., Smith, M., & Trede, F. (2010). The Academic leadership development needs of Fieldwork Coordinators: What are they? In M. Campbell (Ed.), Work Integrated Learning – Responding to Challenges: Proceedings of the 2010 ACEN National Conference, Perth, Australia.

Goodyear, P. (2011). Pedagogic designs, technology and PBE. In Proceedings of the 2011 Practice-Based Education Summit, 7 April 2011 (p.3). Charles Sturt University, Sydney, Australia.

Goulter, I. (2011). Practice-based education on the international scene. In Proceedings of the 2011 Practice-Based Education Summit, 7 April 2011 (p.3). Charles Sturt University, Sydney, Australia.

Grealish, L. (2011). Revealing, sharing and expanding practical knowledge of practice-based education. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.9). Charles Sturt University, Bathurst, Australia.

Hargreaves, J. (2011). Situated learning in physiotherapy: Performance in the field. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (pp.11-12). Charles Sturt University, Bathurst, Australia.

Harris, N., Miles, D., Chang, N., Jones, P., Francis, A., & Zuchowski, I. (2011). Integrating international work-integrated-learning experiences into social work and human service education. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.12). Charles Sturt University, Bathurst, Australia.

Higgs J, 2011, Exploring practice-based education as a curriculum framework and pedagogies, Keynote Address presented at the National Learning and Teaching Forum, electronic publication, 28th - 29th September 2011 Sydney.

Higgs, J. (2010, August). Publishing WIL research and practice. Paper presented at “Evaluation and Research on


Work Integrated Learning”, ACEN Symposium, electronic publication Parramatta, Australia.

Higgs, J. (2011). Making pedagogy practice. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.8). Charles Sturt University, Bathurst, Australia.

Jones, J., Chapman, R., Ladyshewsky, R., Smith, M., Trede, F., & Flavell, F. (2010). Building fieldwork coordinator leadership capabilities. In Proceedings of Higher Education Research and Development Society of Australasia, Reshaping Higher Education Conference, Melbourne, Australia.

Kemmis, S. (2011). Pedagogy and praxis in higher education. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.6). Charles Sturt University, Bathurst, Australia.

Koerbin, G., Smith, R., Magagna, W., Smith, T., Lidbury, B., Simson, L., & Anson, J. (2011). A successful partnership model: A case study in diagnostic pathology education. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (pp.12-13). Charles Sturt University, Bathurst, Australia.

Loftus, S. (2011). Rethinking Medical Education; which way do we turn now? In Proceedings of the ANZAHPE conference. 27-30 June 2011(p. 105). Alice Springs NT

Loftus, S., & Adams, E. (2011). Transitions from supervised student to independent practitioner. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.13). Charles Sturt University, Bathurst, Australia.

Loftus, S., & Barnett, R. (2010). A conversation with Ron Barnett (and Stephen Loftus): realising workplace learning in a world of supercomplexity. In Proceedings of CSUEd 2010, Educating for 2020 and beyond (p.4). Bathurst, Australia.

Loftus, S., & Bridges, D. (2010). Practice-based education learning theories. In Proceedings of CSUEd 2010, Educating for 2020 and beyond (p. 25)Bathurst, Australia.

McKenzie, T., Higgs, J., & Simpson, M. (2011). Designing and enacting a university ‘curriculum of becoming’. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.13). Charles Sturt University, Bathurst, Australia.

Olsen, M., & Olsen, M. (2010). Collaboration in Practice Based Education (PBE): Where Television Production and Dietetics Collide. In Proceedings of CSUEd 2010, Educating for 2020 and beyond (p.18). Bathurst, Australia.

Olsen, M., Trede, F., & Higgs, J. (2010). Claiming the space for critical reflection and transformative learning in clinical education: lessons from new graduates. In Proceedings of the WACE 2010 International Conference on Work Integrated Learning (pp.42-43). Hong Kong.

Orrell, J. (2011). Beyond organising placements: Enterprise programs - a new approach to work-integrated learning. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.6). Charles Sturt University, Bathurst, Australia.

Patrick, C-J. (2011). Developing student leadership through community-based projects. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.7). Charles Sturt University, Bathurst, Australia.

Patton, N., Higgs, J., & Smith, M. (2011). Contextual influences on workplace learning: Re-evaluating the clinical learning environment. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (pp.13-14). Charles Sturt University, Bathurst, Australia.

Patton, N., Smith, M., & Higgs, J. (2010). Reflective spaces: Nurturing reflective practice during fieldwork experience. In Proceedings of CSUED 2010: Educating for 2020 and Beyond (p. 23). Bathurst, Australia.

Patton, N., Smith, M., & Higgs, J. (2010, June). Reflective spaces: Nurturing reflective practice during fieldwork experience. Paper presented at the 16th International Reflective Practice Conference, electronic publication, University of Bedfordshire, UK.

Simpson, M. D. (2010). Workplace learning: Identifying, planning for, and managing risk. In Proceedings of CSUED 2010: Educating for 2020 and Beyond, Bathurst, Australia.

Simpson, M.D. (2011). What should stakeholders reasonably expect of Charles Sturt University practice-based education curriculum and courses? In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.8). Charles Sturt University, Bathurst, Australia.

Smith, M. & Trede, F. (2011). ‘Reflective practice in the transition phase from final year physiotherapy student to novice graduate: implications for teaching reflective practice’ In Proceedings of 16th International World Physiotherapy Congress, Amsterdam, Netherlands, electronic publication, 20-23 June.

Smith, M. (2011). Challenges students and teachers face in practice-based education. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.7). Charles Sturt University, Bathurst, Australia.

Trede, F. & Bridges, D. (2010). Developing professional research identities: Challenges and opportunities for supervising and training the mid career PhD student. In Proceedings of the 9th Quality in Postgraduate Research Conference, Stamford Grand, Adelaide, Australia.

Trede, F. (2010). Where is the praxis in practice-based education? In Proceedings of the 8th ALARA World Congress (p.10). Melbourne, Australia.

Trede, F. (2011). Researching professional and practice-based education. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (pp.7-8). Charles Sturt University, Bathurst, Australia.

Trede, F., & Smith, M. (2010). Reflective practice as a tool for preparing students for professional practice:


Perspectives from WIL students. In Proceedings of Work Integrated Learning (WIL) National Showcase, Cultures of WIL: Collaboration for complexities (p.36). Canberra, Australia.

Trede, F., & Smith, M. (2010). Reflective practice in the transition phase from final year student to novice graduate: evaluating work- integrated learning, In M. Campbell (Ed.), Work Integrated Learning – Responding to Challenges: Proceedings of the 2010 ACEN National Conference (pp.123-124). Perth, Australia.

Trede, F., & Smith, M. (2011). The role of reflective practice in the transition from final year student to graduate physiotherapist. In Proceedings of the 2011 Practice-Based Education Summit, 13-14 April 2011 (p.14). Charles Sturt University, Bathurst, Australia.

Trede, F., & Smith, M. Reflective practice as a tool to develop professional practice in the transition from student to graduate. In Proceedings of CSUEd 2010, Educating for 2020 and beyond (p.36). Bathurst, Australia.

Trede, F., Grace, S., Bridges, D., & Macklin, R. (2010). Developing a professional identity: Implications for interprofessional education. In Proceedings of the All Together Better Health 5 International interprofessional conference (p.308). Manly, Australia.


APPENDIX D EFPI Teaching Fellowship Program Report Summary

The purpose of the CSU Teaching Fellows Scheme is to allow staff to engage in strategic learning and teaching development projects in order to:

enhance education at CSU promote scholarship of teaching and learning promote collaboration between the Education Institutes and the schools/faculties at CSU

Teaching Fellowships conducted through EFPI during 2010 and 2011 supported the ALTC Fellowship Program in terms of:

supporting the exploration of pedagogical practices disseminating knowledge about PBE pedagogy sharing good PBE practices.

PBE Fellowship topics have included:

A Faculty wide model for embedding P&PBE Standards in Education Courses (Alan Bain, 2011)

Practice-based education in digital communication (Bruce Gater, 2011)

Expansion of PBE in Agriculture courses (Southwell, 2010)

Understanding PBE at CSU (Hennessey & Clarke, 2010)

Online learning materials for PBE internship program (Drinkwater & Litchfield, 2010)

PBE & the possibilities in Pharmacy (John, 2011)

Fieldwork education developments in information studies and teacher librarianship courses (Freeman, 2010)

Situated learning in fieldwork education (Patton, 2010)

Developing policies and guidelines for fieldwork education (Bowles, 2010)

Design a professional practice subject in the Bachelor of Business (Bone, 2011)

Developing professional practice in Graduate Certificate and Master of Gerontology courses curriculum (Harvey, 2011)

PBE & Post-graduate education of clinical psychologists (Thomas, 2010)

WPL development (Smith, 2011)

Helping uni teachers to use PBE & student-centred learning (Bedgood, 2010)


APPENDIX E 2011 PBE Summit Report

PRACTICE-BASED EDUCATION SUMMIT – PART A IN SYDNEY ALTC Staff and Fellows (see photos below) recently led a group of over 80 participants in two phases of a Practice-Based Education (PBE) Summit that was conducted as a key event in the ALTC Fellowship program of Professor Joy Higgs, Director of EFPI (left). This program is examining good practices in PBE. The event was sponsored by the Australian Learning and Teaching Council (ALTC), Charles Sturt University, and CSU’s Education For Practice Institute (EFPI) (http://www.csu.edu.au/division/landt/efp/index.html).

(L) Neridah Baker and Professor Wendy Beck [R} Prof. Angela Brew and Associate Professor Jan Orrell

The day concluded with a panel discussing the key issues raised during the day. Panellists were: A/Professor Jan Orrell (Flinders University), Dr Franziska Trede (EFPI Deputy Director), Professor David Boud, A/Professor Laurie Grealish (University of Canberra), Professor Stephen Billett and Professor Peter Goodyear.

Professor David Boud: ALTC Senior Fellow 2007 Professor of Adult Education, Faculty of Arts and Social Sciences, University of Technology, Sydney Keynote: Problematising Practice-Based Education

Professor Stephen Billett ALTC National Teaching Fellow 2009 Professor of Adult and Vocational Education, Griffith University Keynote: Practice-based learning and professional education: Pursuing quality and sustainability

Professor Ian Goulter Vice-Chancellor and President CSU, President of the World Association for Co-operative Education 2006-8 Keynote: Practice-Based Education on the International Scene

Professor Peter Goodyear ALTC Senior Fellow 2007 Professor in Education, Co-Director, CoCo Research Centre, University of Sydney Keynote: Pedagogic designs, technology and practice-based education


PRACTICE-BASED EDUCATION SUMMIT IN BATHURST A two-day Summit at Charles Sturt University (CSU) in Bathurst on Wednesday 13 and Thursday 14 April examined practice-based education trends, challenges and initiatives. Key presentations were made at the Summit by CSU Staff: and visiting academics

Beyond Organising Placements: Enterprise Programs - A New Approach to Work-Integrated Learning Associate Professor Jan Orrell Adjunct Associate Professor, School of Education, Flinders University, Adelaide, Australia

Revealing, Sharing and Expanding Practical Knowledge of PBE Associate Professor Laurie Grealish Associate Dean (Education), Faculty of Health, University of Canberra Leader, Work-integrated Learning Project

Pedagogy and Praxis in Higher Education Professor Stephen Kemmis Professor of Education, Faculty of Education Charles Sturt University Key researcher in CSU’s Research Institute for Professional Practice, Learning and Education

Researching Professional and Practice-Based Education Dr Franziska Trede Senior Lecturer and Deputy Director, The Education For Practice Institute, CSU

Challenges Teachers and Students face in Practice-Based Education Dr Megan Smith Senior Lecturer, School of Community Health, CSU Sub Dean Professional Placements, Faculty of Science, CSU

What Should Stakeholders Expect of a PBE Curriculum? Associate Professor Maree Simpson Associate Professor, Pharmacy, Charles Sturt University Chair, Workplace Learning Risk Management Committee, EFPI, CSU

Developing Student Leadership through Community-Based Projects Ms Carol-Joy Patrick Coordinator, Community Service Learning, Griffith Institute for Higher Education, Griffith University, Project Leader National Scoping Study (WIL). ALTC Grant Project.

Making Pedagogy Practice Professor Joy Higgs ALTC Teaching Fellow 2010-11 Director, The Education for Practice Institute and Strategic Research Professor in Professional Practice, RIPPLE, Charles Sturt University


QUOTES FROM THE SUMMIT: PBE requires being prepared to live well as a graduate and as a professional – thinking and speaking well, acting well and relating well to others in the conduct of one’s professional life, for the good of the human community and the sustainability of life on the planet.

Developing PBE in a university involves distributive leadership applied within communities of practice focused on ‘work integrated learning’.

Service learning intentionally integrates academic learning and relevant community service.

If we view Pedagogy as Practice, what are the implications for universities and university academics?

Practice-based education has the potential to meet the expectations of key stakeholders in the 21st Century

Some expectations and demands for change to PBE reflect dissatisfaction with previous educational approaches and philosophies

Approaching WIL differently will challenge established orthodoxies

Good PBE research understands practice as something broader than technical expertise

Day 1 ended with a panel on:

Identifying and Addressing the

Main Challenges of PBE

Panellists: Maree Simpson,

Edwina Adams, Stephen Loftus

(chair), Laurie Grealish, Carol-

Joy Patrick, Jan Orrell.

Day 2 ended with a panel on:

Reflections What Makes PBE Work

Well?

Panellists: Maree Simpson, Carol-Joy

Patrick, Laurie Grealish, Marian Tulloch,

Megan Smith, Jan Orrell

EVALUATION OF THE EVENT Participants were very congratulatory to the organisers about the event Numerous participants requested ongoing events following on the same theme Presentations were highly valued Opportunities for participant presentation and interaction was much appreciated.


PRACTICE-BASED EDUCATION:

A Framework for Professional Education

Professor Joy Higgs AM ALTC Teaching Fellow The Education For Practice Institute, Charles Sturt University www.csu.edu.au/division/landt/efp/

This document may be cited as: Higgs J (2011) Practice-Based Education: A Framework for Professional Education, Sydney: Australian Learning and Teaching Council. ISBN 978-0-642-78112-3 [PRINT]

APPENDIX F A Brochure: PBE – A Framework for Professional Education


INTRODUCTION This brochure can be used by educators from universities and other higher education Institutions to design Practice-Based Education (PBE) programs. WHAT IS PRACTICE-BASED EDUCATION? Practice-Based Education in higher education institutions is an approach to education that is grounded in the preparation of graduates for occupational practice. Practice-Based Education can be thought of as:

a pedagogical perspective where pedagogy comprises a social practice that seeks to promote the educational development of individuals, as framed by perspectives, models or theories of education and encompasses interactive philosophical, political, moral, technical and practical dimensions. Examples of pedagogical perspectives include critical, liberal, vocational and practice-based. In Table 1 eight key dimensions of a Practice-Based Education Pedagogy identified through this Fellowship are outlined.

a curriculum framework where curriculum refers to the sum of students’ experiences as a result of

learning at university and includes a consideration of the factors that create these experiences. Curriculum includes explicit, implicit and hidden aspects of the learning program, and incidental experiences that occur alongside the formal curriculum. So, the curriculum is intentional teaching, content and assessment as well as unintentional experiences that learners construe as they engage with what is implemented in the university, workplaces and communities with which they engage.

a set of pedagogical practices or teaching and learning strategies. In Table 2 eight key pedagogical

practices are outlined.

WHY USE PRACTICE-BASED EDUCATION? Practice-based education is an effective, collaborative and enjoyable approach to:

helping students become global citizens and members of an occupational/professional group supporting students being and feeling like members of their practice communities enabling students to experience practice and practice/workplace relationships helping students to socialise into their profession by modelling good practices facilitating different ways of knowing and gaining practice wisdom assisting students to develop praxis i.e. moving beyond doing to owning and embodying one's ethical professional practice

model promoting sharing of practice roles and development of practice knowledge and skills encouraging students to develop and question collective and individual practices.

USING THIS PRACTICE-BASED EDUCATION FRAMEWORK A first step in using this framework is to examine Practice-Based Education as a social practice (or Pedagogy) for the educational development of individuals to enter a particular occupation or profession. (See Table 1.)

It is important to consider these questions: What is the practice of this occupation? What capabilities does the student need to develop to enter this practice community? What is the context of the course and what resources and opportunities does it provide? Who will be the key role models and educators to reflect the standards and expectations of the profession? How can authentic and relevant relationships and learning activities be created to foster students’ learning and socialisation?

Building on this foundation educators then face the challenge of choosing and developing pedagogies or teaching and learning strategies (See Table 2.) to implement the curriculum framework that has emerged above. Educators designing a Practice-Based Education program could ask: How can we design learning experiences that prepare students well for their occupational roles? What will be the students’ role in designing learning activities? What pedagogies best suit our resources and workplace options? In Figure 1 various elements of the framework are represented. The central place of relationships in Practice-Based Education is highlighted, immersed in experiences and learning opportunities created by the chosen pedagogies. The outer circle emphasises that learning is situated and occurs within practice communities. Course designers should build learning and teaching activities within the outer ring context and ensure that the teaching-learning relationships and activities contribute to these contexts, working in partnership with students and members of the practice community (including employers, workplace educators, professional leaders and associations). Learners have a role in guiding

the learning process and pursuing outcomes that best match their future roles in practice and also in society.


Table 1: Practice-Based Education as a Pedagogy – 8 Key Social Practice Dimensions

1. Pedagogical frame

Pedagogy refers to a form of social practice that seeks to shape the educational development of learners. Practice-Based Education is a pedagogy that prepares students for a practice/occupation.

2. Practice and higher goals

Practice-Based Education aims to realise the goals of developing students’ occupationally-relevant social, technical and professional capabilities, forming their occupational identities, and supporting their development as positively contributing global citizens.

3. Education in context

Practice-Based Education inevitably occurs within contexts shaped by the interests and practices of students, teachers, practitioner role models, university and workplace settings and society. Both planned processes (e.g. curricula, resources, pedagogies) and unplanned factors (e.g. changes in workplace access, student numbers) need to reviewed and enhanced to address these goals

4. Understanding (the) practice

The students’ prospective practice needs to be appraised and evaluated on an ongoing basis to provide a relevant frame of reference to situate students’ curriculum and pedagogical experiences.

5. Socialisation Through pedagogical practices students are socialised into the practices of their occupation/ profession and into the multiple communities and circumstances of practice that their working worlds comprise.

6. Engaging in relationships

Practice and pedagogy are essentially about relationships. These are realised through partnerships between learners and academics, workplace learning educators and practitioners, among learners (peer learning), across universities and industry/practice-worlds, among university and practice-based educators, and with universities and regulatory authorities, professional groups, society etc.

7. Authenticity and relevance

Authenticity and relevance are themes that are embedded in the goals, venues, activities, student assessment and program evaluation of Practice-Based Education programs. That is, the curriculum and the key pedagogical perspective are focussed on relevance to graduates’ future practice. The education approach, including educators’ role modelled behaviours should reflect and be grounded in the expectations, norms, knowledge and practices of the profession.

8. Reflecting standards, values & ethics

A dimension that needs to permeate all aspects of curricula and pedagogies is the concept and practise of standards; standards as reflective of practice expectations and professionalism and professional codes of conduct or industry standards that are part of practice/professional socialisation, standards as accepted pedagogies across the discipline and standards of higher education – good educational practice.

Figure 1 Practice-Based Education in action

This figure depicts key pedagogy dimensions and practices. It illustrates relationships among these aspects of Practice-Based Education and reflects the key words portrayed in the word cloud on the cover that was produced from the principal sources informing this interpretation.

Standards and values

Learning Experiences

Learning Resources

Teaching

Relevance to the occupation

Mentors Role Models


Table 2: Practice-Based Education Pedagogies – Eight Key Practices

1. Supervised workplace learning

This pedagogy involves students learning through engaging in practice in real workplace ‘placements’ with formal or informal supervision by workplace educators and/or more experienced practitioners. Examples include nursing practicums and pre-service teachers’ professional experience. The educators or practitioners act as mentors and role models.

2. Independent workplace learning & experience

In some courses there is no tradition of, or capacity for, supervision of workplace learning. In such cases students may participate in unsupervised work experience or may organise their own independent learning programs/projects. Some curricula encourage and recognise for course credit students’ paid work as a means of gaining work experience and learning.

3. Simulated workplaces

Universities can establish actual or simulated workplaces where students provide services to clients. Examples of actual workplaces include health services clinics (e.g. podiatry, physiotherapy), farms and veterinary clinics. Universities can also simulate workplaces (e.g. radio stations and restaurants) that provide community and on campus services and enable experiences that simulate real practice/work.

4. Simulated practice-based

learning

Practice can be simulated by creating practice environments (e.g. a simulated police training village), e-learning programs and tools to simulate practice tasks (e.g. online learning of professional decision making), problem-based learning (by focussing on cases and problem solving to promote practice-based learning), practical c lasses (e.g. learning resuscitation on manikins), role plays in tutorials, peer learning projects for clients (e.g. advertisements), moot courts and avatar programs to learn about client services.

5. Distance and flexible

practice-based learning

Much Practice-Based Education is conducted through distance, distributed and flexible pedagogies, recognising students’ need or preference for learning at times, places and paces of their choosing. This trend is particularly common for graduate entry, international/interstate, regional/isolated and mature age students. An example is students participating in distance practical experiences during their night time study via technological communication systems (e.g. multi-site videoconferencing) to real locations operating in other countries/hemispheres.

6. Peer learning

Peer learning facilitates exploration of emerging occupational identities, capabilities and knowledge with other students and with a diminished authority of teachers. Such learning can occur in person, at a distance and via flexible and e-learning e.g. peer projects, Skype, chat rooms, intranet sites. Peer assessment is a useful means of developing/critiquing shared perspectives.

7. Independent learning

Professional practitioners and workers in many occupations have to rely on their own judgements, critique, standards and self-development. Practice-based learning can include encouragement of self-directed learning, self-appraisal, reflection and self-development.

8. Blended learning

No single pedagogy is sufficient to meet all the needs of all the students in relation to all the learning tasks and goals of the curriculum. Blended learning addresses this challenge and bridges traditional and innovative pedagogies, on and off campus learning, individual and group learning, real, theoretical and simulated learning situations.

Support for this Fellowship has been provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect the views of the Teaching Council or the Australian Government. This work is published under the terms of the Creative Commons Attribution-Noncommercial-ShareAlike 3.0 Australia Licence. Under this Licence you are free to copy, distribute, display and perform the work and to make derivative works.

Attribution: You must attribute the work to the original authors and include the following statement: Support for the original work was provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. Noncommercial: You may not use this work for commercial purposes. Share Alike. If you alter, transform, or build on this work, you may distribute the resulting work only under a licence identical to this one. For any reuse or distribution, you must make clear to others the licence terms of this work. Any of these conditions can be waived if you get permission from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-sa/3.0/au/ or send a letter to Creative Commons, 171 Second St, Suite 300, San Francisco CA 94105, USA.

Requests and inquiries concerning these rights should be addressed to [email protected]

2011

PDF copies of this brochure and the full report of the ALTC Teaching Fellowship

which contributed to this brochure are available on

csusap.csu.edu.au/~jhiggs/pedagogy.htm


APPENDIX G Fellowship Website

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